Signs of Autism in Children

Introduction

As a parent, you may have concerns about your child’s development or the difficulties they are having with social interaction, sensory experiences or behaviours and are not sure whether they indicate autism. Many parents find it difficult to understand whether their child might be autistic, because the signs can present so differently in different children, and not all children have all the characteristics you may read about. Signs of autism are not always recognised by professionals, such as teachers and health visitors and you may be struggling to find someone who can advise you.

This page has been written by our Clinical Lead and autism expert, Jo Condon, and is designed to help parents recognise common signs of autism across different ages, understand when differences may be significant, and decide whether seeking an autism assessment could be helpful. It reflects both clinical expertise and lived experience, and is intended to support informed, compassionate decision-making.

The signs of autism in children can appear as early as infancy, although for many autistic children, the signs do not become noticeable until they are older. We have grouped the signs into age–based sections. These age-based characteristics describe typical presentations at the time a child is initially recognised as autistic.
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What is autism?

Autism is a lifelong neurodevelopmental condition that affects how children communicate, interact with others, and experience the world around them. All autistic individuals demonstrate a pattern of behaviours that include differences in social communication and interaction along with restricted, repetitive behaviours or interests, which could include sensory differences.

What is the difference between autism and autism spectrum disorder (ASD)?

Autism Spectrum Disorder (ASD) is the clinical diagnostic term used to describe an autistic presentation. The term spectrum reflects the wide range of ways autism can present and the different levels of support autistic people may need.

Some children may need significant ongoing support, while others may need adjustments and acceptance. Many people prefer the term autism, which avoids using the term disorder, viewing autism as a difference rather than a deficit.

Core characteristics of autism

If you are seeking greater understanding of yourself, our adult autism assessment pathway offers a clear, evidence-based route to diagnosis. We guide you through the process with sensitivity, clarity and professional support.

Autism is identified based on two core areas:

  • Differences in social communication and interaction:
    • Difficulties with back-and-forth social interaction
    • Communication differences
    • Differences in social understanding or interest
  • Restricted or repetitive behaviours, interests or activities:
    • Repetitive body movement or use of objects
    • Difficulties with changes or thinking flexibly
    • Intense interests or preoccupations
    • Sensory differences
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How signs of autism vary by age

Signs of autism can look different depending on a child’s age, personality, and environment. Below, we outline common signs grouped by age at which children are often first recognised as autistic.

Early Signs of Autism in Babies and Toddlers

(18 months – 3 Years)
At this age, signs often relate to communication, play, sensory responses and flexibility.

Social Communication and Interaction:

  • Does not use language or only uses language that is repeated or copied
  • Does not use gesture or other non-verbal communication to compensate for lack of language
  • Avoids eye contact
  • Does not point to make needs or interests known
  • Does not consistently respond to name
  • Shows little interest in playing games with you
  • Appears oblivious to other children

Restricted or repetitive behaviours, interests or activities:

  • Plays in a repetitive way with toys, such as:

    • lining toys up in rows
    • stacking and restacking toys
    • filling toys into receptacles and emptying them again
    • wanting to hold a specific number or type of toy
    • being preoccupied with parts of toys, such as looking at specific parts, spinning wheels, opening doors, and flicking switches
  • Appears preoccupied with specific objects, or collects things
  • Has unusual and/ or repetitive body movements, such as:
    • Flicking or tapping fingers
    • Jerking whole body or legs when sitting
    • Flapping hands whilst bouncing
    • Spinning self in circles
    • Running in circles
    • Walking on tip toes
    • Bouncing whilst walking
    • Tensing or twisting of arms, hands or neck

Sensory differences:

  • Engages in sensory seeking behaviours, such as:
    • Places inedible objects in their mouth
    • Smells food, people or objects
    • Licks items in the environment
    • Climbs excessively
    • Strokes certain fabrics or textures
    • Wants to play with or be in water
    • Moves / pushes around furniture
  • Has sensory difficulties, such as:
    • Becomes upset in response to certain noises
    • Is not able to tolerate certain clothes, clothing labels, shoes or socks
    • Becomes upset when changing clothes or nappy
    • Eats a limited range of foods
    • Appears distressed when having hair or teeth brushed
    • Dislikes having dirty hands

Signs of Autism in School-Age Children

(3 - 7 Years)
As children enter nursery and school, differences in play, communication and coping with change may become more noticeable.

Social Communication and Interaction:

  • Appears uncomfortable with eye contact
  • Seems shy or anxious when interacting with less familiar people
  • Struggles to ask for help or make needs known
  • Is reluctant or needs prompting to share
  • Has some difficulties when playing with others
  • Does not seek out other children to interact with
  • Does not show emotions through facial expression and body language, but has strong emotional reactions

Restricted or repetitive behaviours, interests or activities:

  • Finds changes difficult, or needs support and reassurance to cope with changes and new experiences
  • Becomes preoccupied with certain objects, activities or interests
    Moves hands or body in a repetitive way
  • Copies phrases from others or from the television

Sensory differences

  • Sensory seeking behaviours, such as:
    • Strokes certain fabrics or textures
    • Wants to be covered in a blanket
    • Chews inedible objects
  • Sensory difficulties, such as:
    • Is uncomfortable around loud noises
    • Cannot tolerate certain clothes, clothing labels, shoes or socks
    • Wants to shut curtains or dim lights
    • Does not like certain food tastes or textures
    • Does not like foods touching on the plate
    • Dislikes having hair brushed or brushing teeth
    • Dislikes the feeling of certain textures, or dirty hands

Signs of Autism in older children

(7 - 12 Years)
Increasing academic and social demands can make differences more visible at this stage.

Social Communication and Interaction:

  • Finds eye contact uncomfortable
  • Struggles with social chit chat but likes to talk about own interests
  • Has difficulty seeing things from another’s point of view
  • Can play with one or two children, but struggles to play in groups
  • Has some difficulties making new friends
  • Appears exhausted after social interaction

Restricted or repetitive behaviours, interests or activities:

  • Becomes consumed with particular interests, activities or hobbies
  • Finds changes difficult, needs preparation for changes and new experiences
  • Moves hands or body in a repetitive way
  • Follows rules or set processes and insists others do
  • Moves fingers or hands in a repetitive way

Sensory differences

  • Sensory seeking behaviours, such as:
    • Strokes certain fabrics or textures
    • Wants to be covered in a blanket
    • Chews pens or other objects
    • Likes tight hugs or clothing
  • Sensory difficulties, such as:
    • Is uncomfortable around loud noises
    • Prefers loose, cotton clothing
    • Prefers dimmed lights
    • Is reluctant to try new foods, eats a ‘beige’ diet
    • Does not like the feeling of certain textures
    • Becomes overwhelemed in busy, loud environments

Signs of Autism in Teenagers

(13 - 18 Years)
Signs may become more apparent following the change from primary as secondary school and adolescence often intensify social and sensory pressures.

Social Communication and Interaction:

  • Finds eye contact uncomfortable
  • Feels anxious about or avoids new social situations
  • Does not have friendships, or only manages one or two friendships
  • Find it hard to see things from another’s point of view
  • Prefers to spend time alone
  • Is difficult to read, only shows extreme emotions
  • Struggles with the to and fro of social chat
  • Worries about school
  • Feels exhausted after social interaction, often appears drained

Restricted or repetitive behaviours, interests or activities:

  • Spends time engaged in the same interests, activities or hobbies
  • Prefers sameness, struggles with unexpected changes
  • Follows set routines
  • Has a strong sense of injustice
  • Moves fingers in a repetitive way, picks skin or cracks knuckles repetitively

Sensory differences

  • Sensory seeking behaviours, such as:
    • Uses heavy garments or blankets to relax
    • Chews pens or other objects
  • Sensory difficulties, such as:
    • Dislikes loud or repetitive noises or specific sounds such as chewing
    • Finds it difficult to filter out noise
    • Chooses the same type of clothing
    • Keeps bedroom dark
    • Eats the same things and is reluctant to try new foods
    • Dislikes certain fabrics or textures

Signs of autism in Girls

Autism in girls is often missed. Many autistic girls learn to mask their differences, leading to anxiety, exhaustion and burnout. This is usually due to them feeling ‘different’ to their peers and them subsequently masking and camouflaging to ‘fit in’.

Masking and camouflaging behaviours:

Conversation tactics: Using the same phrases to respond to questions that they struggle to answer, such as “I’m not sure” or “I’ll have to think about that”; asking questions so that the other person does the talking

Copying: Copying others' behaviours, for example, laughing at a joke because others are; watching television programmes to learn how to behave in social situations

Blending in: Making efforts not to stand out, such as following the rules precisely or not asking for help in school; being the quiet one in a group situation

Suppressing or hiding behaviours: Keeping hands inside sleeves so that others do not see finger movements, only pursuing interests at home

Overreliance on others: Insistence on being with a parent, sibling or particular friend in social situations so that the other person is able to lead or respond to social interactions
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The impact of masking and camouflaging:

Autistic girls are often quiet and rule-abiding, and therefore their difficulties can be overlooked in school settings. 
Overwhelm
Burnout
Exhaustion
Low self-esteem
Anxiety and depression
School avoidance
Signs of Autism in Girls

When should you consider an assessment

If you are noticing several signs of autism consistently over time, and these differences are affecting your child’s daily life, relationships or wellbeing, it might be helpful to seek an assessment.

An assessment can provide clarity, understanding, and access to appropriate support, whether or not a diagnosis is given.

Unsure what to do next?

We offer free initial screening to help parents decide whether a full autism assessment would be appropriate for their child. There is no obligation, and many families find this first step helpful for reassurance and clarity.

Learn more about our autism assessments for children here: (Link to child assessment page)

Or get in touch today for a free initial screening
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Frequently Asked Questions